Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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50th Annual Convention; Philadelphia, PA; 2024

Event Details


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Symposium #142
CE Offered: BACB
Diversity submission The Intersection of Behavior Analytic Interventions and Academic Outcomes: A Quantitative and Qualitative Analysis
Saturday, May 25, 2024
4:00 PM–4:50 PM
Marriott Downtown, Level 5, Grand Ballroom Salon E
Area: EDC/PCH; Domain: Theory
Chair: Emily Gregori (University of Illinois at Chicago)
CE Instructor: Lisa Tullo, Ph.D.
Abstract:

This symposium includes a series of presentations regarding the intersection of applied behavior analysis and academic outcomes for students with and without disabilities. The researchers will review a comprehensive scoping study that systematically explored: (a) what behavior analytic interventions are effective on what academic (reading, writing, STEM) outcomes, (b) for whom, and (c) under what conditions for students in Grades Pre-K through grade 12 in educational settings. Interventions that are explicitly behavior analytic and interventions that are behavior analytic in nature were included. The researchers will review current quality indicators for single case research design in the context of behavioral interventions that have academic outcomes. In addition to the quantitative analysis of the study, researchers will qualitatively examine whether there is evidence that the studies were conducted with a social justice-oriented lens (i.e., access, justice, diversity, equity, and inclusion; AJDEI). A particular emphasis will be placed on the implications for educational practice and future research.

Instruction Level: Advanced
Keyword(s): academics, AJDEI, quality indicators, social validity
Target Audience:

Advanced- Researchers and Practitioners. Prerequisite skills- familiarity with single case research methodology.

Learning Objectives: At the conclusion of this presentation, the participants will be able to: (1) Identify academic interventions that are behavior analytic in nature and likely to be under the scope of practice of behavior analysts; (2) List the quality indicators for single case designs to evaluate rigor of single subject research methodology enhanced with the standards of cultural diversity; (3) Describe the degree to which social validity is assessed and addressed in behavior analytic research focused on academic outcomes.
 
Diversity submission Applied Behavior Analysis and Academics: A Scoping Study
LISA TULLO (George Mason University), Yueyang Shen (Boston College), Paula Danquah-Brobby (George Mason University, College of Science), Kristy Park (George Mason University), Anna S. Evmenova (George Mason University)
Abstract: Behavior challenges impact the quality of instruction in the classroom even as early as preschool with 10-14% of students displaying high-intensity behaviors (Furniss, Beyer, & Guggenmos, 2006). This has increased the demand for individuals with behavioral expertise to support classrooms (Layden, 2023). Collaboration between teachers and behavior analysts is crucial to produce the best possible outcomes for students who may not otherwise access the curriculum due to behavioral excesses and/or deficits. Many academic interventions are behavior analytic in nature, but there is no central repository for academic interventions within the scope of practice of behavior analysts. Researchers conducted a scoping study to identify what behavior analytic interventions have been implemented for which academic outcomes for students from Pre-K to grade 12. The initial search produced 20,207 studies, 2,041 of which were selected after applying the PICO (Population-Intervention-Comparison-Outcome) framework criteria. 1,597 included reading and/or writing outcomes and 444 included science, technology, engineering and math (STEM) outcomes. This presentation will provide an overview of the following: 1) the search and selection procedure, 2) the academic interventions identified, 3) the academic outcomes identified, 4) trends in behavior analytic studies that include academic outcomes, and 5) implications for behavior analysts in educational settings.
 
Diversity submission Quality Indicators in Single-Case Research Designs: Current and Future Standards
KRISTY PARK (George Mason University), Lisa Tullo (George Mason University), Paula Danquah-Brobby (George Mason University, College of Science ), Anna S. Evmenova (George Mason University)
Abstract: The standard of quality indicators for Single Case Designs (SCD) continues to evolve as additions or clarifications are made to advance methodologically sound and trustworthy procedures. For practitioners, SCD standards allow identification of interventions that are most effective and for researchers, SCD standards assist in the planning stages with research guidelines. As professionals, the efforts to continually improve and expand on research standards will advance methodological procedures and promote active use of SCD across disciplines. The purpose of this presentation is to highlight current quality indicators when conducting and evaluating SCD research. Researchers utilized these indicators to evaluate behavior analytic research related to academic instruction in educational settings. Results of the study will be summarized. This presentation will review current SCD standards as recommended by Kratochwill, Horner, Levin, Machalicek, Ferron, and Johnson (2023). Applications toward the adoption of SCD standards for cultural diversity will be examined. The revised quality indicators enhanced with cultural diversity were summarized into a matrix and piloted as a tool for SCD literature syntheses (i.e., meta-analyses). Results of the study will be shared with implications for further research.
 
Diversity submission The Social Significance of Social Validity
PAULA DANQUAH-BROBBY (George Mason University, College of Science ), Lisa Tullo (George Mason University), Kristy Park (George Mason University)
Abstract: Schwartz and Baer (1991) defined social validity as assessments that “evaluate the acceptability or viability of a programmed intervention” (p.189). Although social validity assessments are not meant to serve as the main dependent variable under examination, consumer feedback on the appropriateness, applicability, and utility of research goals, methodology, and outcomes is crucial. When assessing social validity consumers become empowered to voice the ways in which they are being affected by environmental stimuli and contingencies associated with the research process. Moreover, embedding social validity assessments throughout the course of a study can minimize power imbalances between consumers and investigators, increase trust, and foster inclusive, culturally responsive practices (Pritchett et al., 2021). This presentation will summarize findings related to how social validity assessments have been used in behavior analytic research studies that contained academic outcomes. Specifically, the following variables were examined: a) whether social validity was assessed b) the manner in which it was assessed, c) for whom it was assessed, d) how many times it was assessed, e) the results of the assessment, f) if maintenance and generalization were assessed, and g) whether a copy of the social validity assessment measure was included in the published work.
 

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